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“Meeting the needs of Long Term English Learners in the Secondary
School Grades: research, tools, lessons learned and
practical examples”
Laurie Olsen, [email protected]
January 26, 2013
English Learner Typologies
• Newly arrived with adequate schooling (including literacy in L1)
• Newly arrived with interrupted formal schooling - “Underschooled” - “SIFE”
• English Learners developing normatively (1-5 years)
• Long Term English Learner
Definition• Six or more years (cumulatively or
continuously) in U.S. schools• Not yet reclassified• Stuck in progressing towards English
proficiency• Tend to be orally fluent in social English• Reading and writing below grade level• Insufficient development of primary language• Struggling academically
Resulting in typical profile
• High functioning socially with weak language• Often English dominant – think they are fluent• Discouraged and struggling in classes• Don’t ask for help• Either stay under the radar, invisible and silent
or act out• Non-engaged and non-participants in class
Typical program placementsfor English Learners
_______________________________________________________________________
No English Oral, social English
CELDT Proficient
CST Basic
Proficient for Academic work
1 – 3 years
I II III IV V
Intensive or strategic interventions!
Still English Learner, but in Mainstream
SDAIE
• Placed/kept in classes with newcomer and normatively developing English Learners – by CELDT level
• Unprepared teachers• No electives – and limited access to the full
curriculum• Over-assigned and inadequately served in
intervention and reading support classes
Placements NOT designed for them…..
Review: Key elements• Urgency, acceleration and focus on distinct
needs• Language development is more than literacy
development – LTELs need both• Language development + Academic gaps• Crucial role of home language• Rigor, relevance, relationships• Active engagement• Oral language and Academic language• Writing• Integration
Echoing Common Core• More focus on structured, rich oral language• More focus on writing• More emphasis on language in and through
social studies and science – a full academic curriculum
• More focus on interaction, collaboration, discussion
• More focus on academic vocabulary and discourse
Recommendations• Specialized ELD or LTEL language class• Clustered in heterogeneous classes
mainstream academic classes with differentiated SDAIE strategies used
• Explicit language/literacy development across the curriculum
• Emphasis on engagement, oral language and academic language, study skills, rigor
• Native speakers classes (through AP)
The “LTEL” Course
• 38 districts have created/adopted some kind course for LTELs in middle school and/or high school
• Variety of “buckets” and intentions: ELD for LTELs; English support classes; academic language; academic intervention/support; SDAIE English for LTELs
• Range of materials, programs, approaches drawn upon – and diverse combinations of components
Four case studies
• Tracy Unified School District: “ALAS” class paired with regular English class
• Arroyo Valley High School (San Bernardino): schoolwide approach
• Anaheim Union High School District: High school special ELD IV class; middle school support class
• Ventura Unified School District: Multiple placement options
Essential components• Oral language• Student Engagement• Academic Language• Expository text (reading and writing) plus other
genres• Consistent routines• Goal Setting• Empowering pedagogy• Rigor• Community and Relationships• Study Skills
Materials/Curriculum• Major challenge• Drawn from existing materials, added
supplementary and created additional materials• Needs to be relevant, high interest, age
appropriate• Needs to incorporate whole books• Curriculum explicitly provides opportunities for
active engagement• Curriculum should touch on all essential
components• Materials should align and connect to core
academic courses
New resources
• English 3D• AVID Excel for Long Term English Learners
(middle school)
Structural Considerations
• Smaller class size• More fluid pacing guide• Dedicated LTEL class just for LTELs• Attention to maximizing graduation credits
and fulfillment of the A-G• Same teacher for dedicated LTEL class as for
core English class (?)• Careful teacher selection/assignment
Challenges and Lessons Learned
• It’s complex, requires time, collaborative effort and resources
• MUST address motivation and re-engaging• Everyone has to understand purpose of class• Begin with and keep data in forefront• Provide professional development and support
for teachers• Build leadership and infrastructure at the site and
district
Impacts
• No consistent data across sites or across years• Intended outcomes: success in ELA
curriculum, active participation and success in academic classes, redesignation, scoring Proficient or above on CST, preparation for college
• In general, reports are positive• Piloting districts are proceeding with
refinements and course offerings, and expanding to other sites
Language development across the curriculum
• Attention to the language demands of academic subjects
• Use of language objectives to focus instruction for ELs
• Use of “scaffolds” to bolster comprehension and access to content (e.g., visuals, primary language resources, graphic organizers)
• SIOP, Constructing Meaning, GLAD, ELLA, SDAIE strategies
Does introducing native language instruction in secondary schools have benefit?
The case for Native Language classes
• Activates the language system facilitating meta-linguistic benefits
• Bolsters English• Can increase college preparation and college-
going rates• Develops skill with personal, family, labor
market and societal benefits• Addresses identity and culture
The SEAL of Biliteracy
An award granted to high school seniors (by a school, district and/or the state) upon graduation certifying attainment of mastery of two or more languages (one of which is English)……
(includes American Sign Language)
State Seal of Biliteracy• Assembly Bill 815 (Brownley, Chapter 618, Statues of 2011) took effect January 1, 2012
• Purpose: To recognize high school graduates who have attained a high level of proficiency in reading,
writing, speaking and listening in one or more languages in addition to English
Criteria
• Complete English requirements for graduation with overall GPA of 2.0 or above
• Pass CST in ELA at grade 11 at “proficient” • Pass Advanced Placement Exam with 3+ or IB
exam with 4+ or successful completion of 4-year high school course of student in world language with 3.0 in those courses or SAT II test at 600+ or a school district exam equivalent
• English Learners must be “CELDT Proficient”
Purpose - Why might your school or district want a Seal of Biliteracy?
Recognize achievement and hard workEncourage students to study languagesAffirm and encourage developing home languageEstablish the value of bilingualismProtect and/or build language programsBuild more respectful inter-group relationshipsDevelop job/career skillsOther…….
Ventura: A District Action Plan
• Title III Improvement Plan “Operation Prevent LTELs”
• ELD/ELL course sequence rewritten• Clear placement criteria for all courses• Appropriate curriculum and technology• Pacing guides and assessment routines• Common sequence of language functions for
ELD K-5
Investment in
• Intensive professional development • PLCs across academic content areas• Bilingual Opportunities Pathway Program• Multilingual Recognition Awards• Student Pep Talks• Administrative and leadership structures to
keep issue on table and to maintain accountability
Ventura Unified School DistrictResults so far….
• Substantial increase in reclassification rates at pilot high schools (from 14% to 20.9% - compared to district average 9.1% - 9.5%)
• Improved growth on CELDT (from 44.9% moving 1 level to 60.9%; from 22.2% achieving proficiency to 26.8%)
Increase in LTEL scoring “Proficient” 2007 - 2008 2008 - 2009
Language Arts Math Language Arts Math
Pilot School A
8.7% 17.4% 25% 32.7%
Pilot School B
11.3% 33.3% 17.5% 33.3%
• K-8 and 9-12 DistrictsTitle I and Title III Program Improvement Status Year 5
• Established a Working Group (representative)• One year to “study” and develop
recommendations• Investment in implementing plan
29
Modesto City Schools
Who are our English Learners?
# Years in
US School2008 - 2009 Grades 7-12
Language Institute
Tier I
Tier II
1
2
(92) 3%
Tier III
Tier IV
3
4(178) 7%
5+ Program 5
Or more(2,344) 90%
30
5+ Program9th Grade
Period Course
1 ELA READ 180
2 ALD READ 180
3 Spanish for Spanish Speakers
4 Math
5 Earth Science
6 PE
7 Elective (A-G) : Visual Performing Arts, Support, or AVID 31
NOTE:World Religions/Health classes in summer school or senior year.
Computers in any fouryears, summer school, or test out
OR
Differentiated placement in 9th gr.
• 2 period block of Read 180, using L book by Kate Kinsella (accepted as ELD) with a bilingual paraprofessional (for students who are really intensive and struggling at all levels academically) – for Freshman year only
• High end of Below Basic/low Basic ELA + ALD • Advanced or Proficient on ELA-CST opt out of ALD and are monitored
Anaheim Union High School District
• Commitment to a broad, full 21st century curriculum (decrease placements in support classes, CAHSEE prep classes, etc.; no more double blocking; institute 2 science/social studies at junior h.s.; build career technical education – industry pathways)
• Literacy and language across curriculum • Biliteracy as a 21st century skill
In two years….“Takes a 3-5 year commitment”
• API has gone up 31 points• Reclassification has increased• Higher English Learner 10th grade CAHSEE
passage rates
El Monte districts
• 2 elementary districts + 1 high school district• “Expectations” and commitment in common• Summer programs – thematic instruction, science
and social studies based, intensive language development
• Mentoring• Investment in professional development for
content area teachers• ELA/ELD Articulation across the districts• New ELD/ALD courses and materials
• Fact finding• District EL Master Plan describes research-based
program models for different typologies of EL students (or site)
• Specific LTEL program and placements• Support development of new courses• Provide materials and professional development
– as high priority for use of resources• System of monitoring placements• Mechanisms to change status of L1 and promote
biliteracy
Action Steps